nonacademic supports for rural students’ successful ... · • welcome and introductions •...

• tREL APPALACHIA Regional Educational Laboratory

At SRI International

Nonacademic Supports for RuralStudents’ Successful Transitions Rural College and Career Readiness Partnership: Building Bridges to College and Career Professional Learning Series

1

APPA A ............... ...._ Deliverable 5.1.7.4 2

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Your REL Appalachia (REL AP) presenters

Deborah Jonas, REL AP director

Ashley Campbell, REL AP partnership lead

Karen Shakman, Workshop facilitator

Kori Hamilton Biagas, Communications Specialist

Deliverable 5.1.7.4 3

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Other REL AP team members

CJ Park, REL AP Partnership lead

Camille Lemieux, Workshop materials developer

Victoria Schaefer, REL AP Partnership liaison

Anne Fikes, REL AP Partnership liaison


APPALACHIA t.,,...th

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REL Appalachia partners with a variety ofstakeholders in the region.

Rural College Readiness

e Early - Literacy

c:;J Student Success 11111 in Mathematics

Postsecondary 1ftt..... Transitions atliJ

Using Data &

Evidence

For more information about our work, visit https://ies.ed.gov/ncee/edlabs/regions/appalachia/


https://ies.ed.gov/ncee/edlabs/regions/appalachia/

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Meeting agenda

• Welcome and introductions • Focusing on postsecondary transitions • What you can do to support postsecondary transitions • Questions and answers (Q&A) panel and networking • Break • Student scenarios: Collaborate with colleagues • Wrap-up and next steps


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'? •

Poll Everywhere instructions If you are connecting via computer,tablet, or smartphone, • Go to PollEv.com/relap416. • Respond to the poll question

presented there.

If you are connecting via text (standard messaging fees may apply),

• Text relap416 to 22333 to join the session.

• Respond to that number with A, B, C, D, E… when the poll is active.


https://PollEv.com/relap416

Let’s see who is here today!

Connect at: PollEv.com/relap416 or by texting your response to 22333.

What is your role in the education system?

a. School or district administrator b. CTE leader or teacher c. Secondary educator (non-CTE) d. Secondary school counselor e. Career coach f. Postsecondary educator/program provider g. Transition support provider (e.g., TRIO,

GEAR UP, Upward Bound) h. High school career coach i. Other



is your role in the education system?

i;;;i - i:;;i □ ' ~" When poU I1s actI1ve, irespond at Po11Evecom/ relap416 I I Text RELAP416 to 22333 once to _10 I1n

School or district administrator

CTE leader or teacher

Secondary educ a tor ( n on-CTE)

Secondary school counselor

Career coach Transition support provider

(e.g.,,TRIO,, GEAR UP,, Upward Bound)

High school career coach

other

(D, Poll Evcrywher~

' Deliverable 5.1.7.4 10

Meet someone new!


Turn to someone you don’t know/ work with regularly…

Finish the following statement, then discuss:

The most common question or need that I hear about students’ access and success in postsecondary education is…

Share your neighbor’s response in a few words via Poll Everywhere.



most common question or need that I hear about students' access and success

in post.secondary education is ...

0 Res[Pond at Po11Ev.com/relap416 □ Text RELAP416 to 22333 once to join, then text your message

:·REL APPALACHIA __ _,

No res.po ns,es. reoeived yet. They w ill .appea r here. ,,


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Focusing on Postsecondary Transitions


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Rural College and Career Readiness partnership • Partners

o Clay, Jackson, and Owsley Counties o Jackson Independent School District

• Ongoing meetings (2017–present) • Collaboration

o Common agenda for rural college and career readiness work in the region

o Logic model


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Problem Statement Many students in rural eastern Kentucky lack exposure to models of college and career success, lack confidence to pursue opportunities for college and career success, and have low college graduation rates and problems obtaining gainful employment.

Theory of Action If students have exposure and access to college and career opportunities and increase their academic and life preparedness, then their confidence and pursuit of college and career will increase, and this will lead to better life outcomes.


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Curr ul m

STRATEGIES

Academic Preparedness Ensure students are academically prepared

College Awareness and Access Engage students in learning about college opportunities, college application, and the college experience.

Career Awareness and Access Engage students in learning about careers and the skills that are necessary for employment.

Social Supports Ensure students have sufficient supports to transition to postsecondary education and the workforce, including authentic experiences.


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+-' C: QJ u ,._ QJ

0..

100

80

60

40

20

0

Employment rates of 20- to 24-year-olds, by

educational attainment (2016)

77 72 69

48

88 • Total

■ Less than high school

completion

■ High school completion

■ Some college, no

bachelor's degree

■ Bachelor's degree or

higher

Education level is associated with employment rates.

Source: McFarland, J., Hussar, B., de Brey, C., Snyder, T., Wang, X., Wilkinson Flicker, S., . . . Hinz, S. (2017). The condition of Deliverable 5.1.7.4 education 2017 (NCES 2017 144). U.S. Department of Education. Washington, DC: National Center for Education Statistics.

Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017144 17

https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017144

Your turn to consider the data.

• Review the graph. • Discuss: What is the story of this graph? • Come up with a “header” or title for the graph based on what the big

takeaway or finding is. • Write it at the top of your page.


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$60,000

$50,000

$40,000

$30,000

$20,000

$10,000

$0

$39,900

ro +-"

~

Median Annual

$30,500 $25,000

C 0 C 0 0 0 ..c 0.0 +-" ..c +-" QJ u QJ ..c a. V) a. C E ..c E ro 0.0 0 0 ..c +-" u :c u V) V) 0 QJ 0 _J ..c

u V)

Earnings

$50,000

$34,600 $36,900

0 QJ QJ C QJ QJ

\... \...

0.0 0.0 QJ QJ QJ 0.0 QJ ""C ""C QJ QJ \... V) V)

0 0.0 ~ ~ QJ \... u QJ ""C +-" 0

QJ ro QJ E u ..c 0 0 u V) ro V) V) co

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$3,000 $2,770

$2,500

$2,000

$1,500

$1,000

$500

$-Kentucky

$(500)

$2,120

$1,810 $1,790

$1,350 $1,42

Virginia North Carolina Ohio State-level average*

■ Men ■ Women

Earning an associate degree is associated with higher earnings.

Quarterly Earnings Gain for Associate Degree Earners Over No College Award 5–9 Years After College Entry

*State-level average includes data from four additional states: Arkansas, California, Michigan, and Washington.

Source: Belfield, C., & Bailey, T. (2017). Does it pay to complete community college —and how much? Center for Analysis of Postsecondary Education and Employment. New York, NY: Teachers College, Columbia University.


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Earnings of certificate earners in Kentucky and nearby states vary.

Quarterly Earnings Gain for Community College Certificate Earners Over No College Award

5–9 Years After College Entry

- -■ ■

$3,000

$2,500

$2,000

$1,500 $1,250$1,250

$1,000

$170

$740 $530 $530 $450 $360 $350 $500

$-$(180)Kentucky North Carolina Ohio Virginia State-level $(500) average*

Men Women *State-level average includes data from four additional states: Arkansas, California, Michigan, and Washington.

Source: Belfield, C., & Bailey, T. (2017). Does it pay to complete community college —and how much? Center for Analysis of Postsecondary Education and Employment. New York, NY: Teachers College, Columbia University.


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Rural Kentucky students can apply theirpostsecondary education and training to…

Take advantage of local opportunities Top 5 projected openings for middle and high skill sets, 2017–2021

1. Registered nurses ($60,518; associate or bachelor’s degree)

2. Nursing assistants ($25,492; postsecondary certificate) 3. General and operations managers ($94,159;

bachelor’s degree)

4. Heavy and tractor-trailer truck drivers ($41,770; postsecondary certificate) 5. First-line supervisors of office and administrative support workers ($49,049;

associate or bachelor’s degree)

Kentucky Center for Education and Workforce Statistics. Kentucky future skills updated release. Retrieved from https://kcews.ky.gov/


https://kcews.ky.gov

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Quick poll!

What percentage of accepted students do not end up on campus in the fall?

a. Less than 10% b. 10% c. 20% d. 40% e. 60%




percentage of accepted students do not end up on campus in the fall?

Less than 10%

10%

20%

40%

60%

Start the presentation to see live content. Still no live content? Install the app or get help at PollEv.com/app

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Between 10 and 40% of accepted students do not show up to campus in the fall.

Castleman, B. L., & Page, L. C. (2014). A trickle or a torrent? Understanding the extent of summer “melt ” among college -intending high school graduates. Social Science Quarterly, 95(1), 202 –220. Retrieved from https://onlinelibrary.wiley.com/doi/pdf/10.1111/ssqu.12032


https://onlinelibrary.wiley.com/doi/pdf/10.1111/ssqu.12032

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Quick poll!

After six years, what percentage of students have earned a degree?

a. Less than 10% b. 10% c. 30% d. 50% e. 75%




six years, what percentage of students have earned a degree?

Less than 10%

10%

30%

50%

75%

Start the presentation to see live content. Still no live content? Install the app or get help at PollEv.com/app

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Only about half of students earn a degree within six years.

Deliverable 5.1.7.4 Page, L. C., & Scott Clayton, J. (2016). Improving college access in the United States: Barriers and policy responses. Economics of Education Review, 51, 4 22. Retrieved from https://doi.org/10.1016/j.econedurev.2016.02.009

29

https://doi.org/10.1016/j.econedurev.2016.02.009

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Only about half of students earn a degree within six years.

Deliverable 5.1.7.4 Page, L. C., & Scott Clayton, J. (2016). Improving college access in the United States: Barriers and policy responses. Economics of Education Review, 51, 4 22. Retrieved from https://doi.org/10.1016/j.econedurev.2016.02.009

30


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Why do high school students not enroll in or drop out of postsecondary institutions?

Reasons for Not Being Enrolled, Class of 2013

■

■

100

80

60 48

42 43 40 40 32

24 22 20 14

9 9

0 Academic Financial Personal Work-related None of these Not enrolled within 3 years of graduation

Left postsecondary institution without degree or certification within 3 years of graduation

Perc

ent

National Center for Education Statistics, Institute of Education Sciences. High School Longitudinal Study of 2009 (HSLS:09) Deliverable 5.1.7.4 Second Follow Up: A first look at fall 2009 ninth graders in 2016. Retrieved from https://nces.ed.gov/pubs2018/2018139.pdf

31

https://nces.ed.gov/pubs2018/2018139.pdf

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Many factors can be barriers for students.

• Limited financial resources. o Missed aid deadlines.

• Lack of college knowledge. o Unaware of requirements, expectations, norms, etc.

• Navigating social and emotional aspects of the transition. o More responsibility. o New community. o Potentially being away from home.

Deliverable 5.1.7.4 Barnett, E. (2016). Building student momentum from high school into college. Ready or not: It 's time to rethink the 12th grade. Boston, MA: Jobs For the Future. Retrieved from https://eric.ed.gov/?id=ED564836

32

https://eric.ed.gov/?id=ED564836

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What challenges are your students facing?

• Are there challenges that are unique to rural students?

• How does distance from a postsecondary institution impact your students?

• Post local challenges on the wall.


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What You Can Do to Support Postsecondary Transitions


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Framework for Postsecondary Access andSuccess

Academic knowledge and skills

Students’ critical thinking, technical, and writing skills, among others

Life skills

Students’ communication, interpersonal, social-emotional skills, and goal setting/attainment

College knowledge

Norms and expectations of postsecondary institutions

Please take out Handout 3.

Adapted from: Barnett, E. (2016). Building student momentum from high school into college. Ready or not: It’s time to rethink the 12th grade. Boston, MA: Jobs for the Future. U.S. Department of Education. (n.d.). Employability skills framework. Office of Career, Technical, and Adult Education. https://cte.ed.gov/initiatives/employability skills framework


https://cte.ed.gov/initiatives/employability-skills-framework

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Five evidence-based strategies to support students and their successful transition

• Provide opportunities for students to gain foundational academic knowledge and skills.

• Incorporate life skills into school experiences. • Equip students with college knowledge. • Monitor student experiences and attainment. • Establish summer and first-year supports.

Adapted from: Barnett, E. (2016). Building student momentum from high school into college. Ready or not: It’s time to rethink the 12th grade. Boston, MA: Jobs for the Future. U.S. Department of Education. (n.d.). Employability skills framework. Office of Career, Technical, and Adult Education. https://cte.ed.gov/initiatives/employability skills framework



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Academic knowledge and skills Provide opportunities for students to gain

foundational academic knowledge and skills. • Provide access to a rigorous curriculum

and college-preparatory courses. • Offer dual credit. • Ensure students attain foundational

knowledge in technical, writing, and critical thinking skills.

PAUSE: Rate your school/program in each academic knowledge and skills strategy on Handout 3.

Barnett, E. (2016). Building student momentum from high school into college. Ready or not: It’s time to rethink the 12th grade. Boston, MA: Jobs for the Future. Deliverable 5.1.7.4 37

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Incorporate life skills into school experiences.

• Provide a physically and emotionally safe learning environment for students to develop the social-emotional, interpersonal, and communication skills necessary forpostsecondary and career success.

• Include opportunities for students to develop and reflect on personal goals and life direction in school curricula and programming.

PAUSE: Rate your school in each life skills strategy on Handout 3.

Barnett, E. (2016). Building student momentum from high school into college. Ready or not: It’s time to rethink the 12th grade. Boston, MA: Jobs for the Future. U.S. Department of Education. (n.d.). Employability skills framework. Office of Career, Technical, and Adult Education. https://cte.ed.gov/initiatives/employability skills framework

Life skills



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College Knowledge Strategies


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College knowledge

Equip students with college knowledge.

• Expose students to college norms and expectations.

• Expose students to careers and postsecondary majors.

• Validate students’ experiences. • Ensure students complete college

applications and the FAFSA.

Barnett, E. (2016). Building student momentum from high school into college. Ready or not: It’s time to rethink the 12th grade. Boston, MA: Jobs for the Future. Deliverable 5.1.7.4 40

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College knowledge Expose students to college norms and expectations.

• Work with local and distant institutions to provide opportunities for your students to learn about what the institutions offer.

• Invite college representatives to visit your school(s).

• Organize visits to the institutions. • Invite past students who are enrolled in

college or postsecondary education to come back to your school.

Barnett, E. (2016). Building student momentum from high school into college. Ready or not: It 's time to rethink the 12th grade. Boston, MA: Jobs For the Future. Retrieved from https://eric.ed.gov/?id=ED564836



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College knowledge Expose students to careers and postsecondary majors.

Students who begin college with a major in mind are more likely to persist and graduate. • Light-touch exposure strategies. o Career inventories. o College visits. o Guidance counseling.

• More intensive exposure strategies. o Career pathway programs like career academies. o Job experiences through internships, service

learning, and apprenticeships. o Career-focused dual enrollment.

Barnett, E. (2016). Building student momentum from high school into college. Ready or not: It 's time to rethink the 12th grade. Boston, MA: Jobs For the Future. Retrieved from https://eric.ed.gov/?id=ED564836



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College knowledge

Validate students’ experiences.

• Provide professional development to help faculty learn to understand and value individual students’ backgrounds.

• Ensure faculty demonstrate willingness to help students in and out of class.

• Ensure faculty encourage students to participate in class discussions to help them develop self-efficacy.

Adapted from: Barnett, E. (2016). Building student momentum from high school into college. Ready or not: It’s time to rethink the 12th grade. Boston: MA: Jobs for the Future. Retrieved from https://eric.ed.gov/?id=ED564836



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✓-✓-✓-

Ensure students complete college applications and the FAFSA. Host school- or district-wide initiatives.

• Application essay units. • Schoolwide admissions tests. • Postsecondary research and application weeks. • FAFSA information and completion days.

PAUSE: Rate your school/program in each college knowledge strategy on handout 3.

College knowledge

Page, L. C., & Scott -Clayton, J. (2016). Improving college access in the United States: Barriers and policy responses. Economics of Education Review, 51, 4 –22. Retrieved from https://doi.org/10.1016/j.econedurev.2016.02.009



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Additional Considerations


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----

Additional considerations

Monitor student experiences and attainment.

• Monitor students’ progression during and after high school.

• Keep track of those who are on track to graduate from high school, those who are admitted to postsecondaryinstitutions, and those who need additional supports along the way.

Barnett, E. (2016). Building student momentum from high school into college. Ready or not: It’s time to rethink the 12th grade. Boston, MA: Jobs for the Future. Retrieved 4from https://eric.ed.gov/?id=ED564836



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Additional considerations

Establish summer and first-year supports.

• Use technology to connect and share reminders. o Social media posts. o Text messages.

• Create intensive learning communities. o Social gatherings. o Mentoring. o Academic guidance.

• Use community encouragement. o Engage community leaders for support.

PAUSE: Rate your school in each additional consideration on Handout 3.

Bailey, T., Bashford, J., Boatman, A., Squires, J., Weiss, M., Doyle, W., …Young, S. H. (2016). Strategies for postsecondary students in developmental education A practice guide for college and university administrators, advisors, and faculty. Washington, DC: Institute of Education Sciences, What Works Clearinghouse. Retrieved from https://eric.ed.gov/?id=ED570881 Deliverable 5.1.7.4 47 Page, L. C., & Scott Clayton, J. (2016). Improving college access in the United States: Barriers and policy responses. Economics of Education Review, 51, 4 22. Retrieved from https://doi.org/10.1016/j.econedurev.2016.02.009

https://eric.ed.gov/?id=ED570881https://doi.org/10.1016/j.econedurev.2016.02.009

Your thoughts… In a few words, share a strategy that you and/or your team… • want to use, • use that works well, OR • want to know more about.


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Questions & Answers (Q&A)Panel and Networking REGIONAL SUPPORTS FOR POSTSECONDARY TRANSITIONS


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Meet your panelists

Dessie Bowling, Associate Director, Safe Schools Program, Kentucky Valley Educational Cooperative

Brian Daniel, Director of Residence Life, Centre College


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Questions from you

What clarifying questions do you have? (What did you mean by…?)

What practical questions do you have? (How did you…?)

What other questions do you have?


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Time for a quick break!


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Student Scenarios COLLABORATE WITH COLLEAGUES


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0

0

Applying our knowledge Analyzing sample student scenarios

• Check your color code • Introduce yourself to the team

Table 1

Table 2

Table 3

Table 4

Table 5

Table 6


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Student scenario summary chart Independent work

Student Grade level Potential strengths Potential challenges Recommended evidence-

based practices

A

B

C


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Digging deep Small-group discussion questions

1. What are this student’s strengths/challenges that promote/impede the student’s pursuit of postsecondary education? Are there key pieces of information you would flag for future teachers or counselors?

2. What evidence-based practices would you recommend as next steps for this student? How might you help the student’s teachers become aware of these practices?

3. What practices currently exist in the system (school/district/community college) that might help a student like this make a successful transition to postsecondary education? Are there other evidence-based practices that should be considered for implementation across the system?

4. Are there key pieces of information missing from the scenario that would affect your advising approach? How would you obtain the missing information?


A gallery walk Sharing our ideas

1. What resources are available in Kentucky to education professionals (i.e., teachers, counselors, administrators) thathelp improve the implementation of evidence-based practices and strategies related to students’ transition to postsecondary education?

2. What supports, resources, or programs are currently available in your school, district, or community to promote students’ transition to postsecondary education?

3. What additional supports, resources, or programs are needed to improve students’ transition to postsecondaryeducation in your community?


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□ D

Bringing it all together Thinking about the student scenario activity…

What is something we discussed that squared with your experience?

What are three points you want to remember?

What is a lingering question still going around in your mind?


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Wrap-up and Next Steps REFLECT AND SHARE YOUR FEEDBACK ON TODAY’S ACTIVITIES


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The power of one

What is ONE… • Support I had not considered before. • Idea that challenged my thinking. • Activity I am excited to pursue moving

forward. • Area of preparation I am committed to

focusing on more in the future.


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Continuing this journey together How can REL Appalachia support your path to success?

Join a virtual discussion and problem-solving group Quarterly group calls to learn about specific evidence-based programs, to discuss the feasibility of applying such programs in your work and best practices for implementation, and to hear from your peers about their approaches.

Develop and carry out an action plan Intensive support for schools or school divisions interested in implementing a particular strategy or program.

If either of these options sounds interesting, or if you have other ideas about partnering with REL Appalachia, we want to hear from you!


For our growth…

Leave feedback on the day(content, instruction, supports, technology tools, etc.).


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• tREL APPALACHIA Regional Educotionol Laboratory

At SRI International

Thank you!

Host: Eastern Kentucky University, Manchester Campus

Partners: Education Development Center (EDC)

Contact REL Appalachia General inquiries: [email protected]

Questions related to improving postsecondarytransitions in Kentucky: [email protected] [email protected] [email protected] [email protected] [email protected]

Deliverable 5.1.7.4

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

Nonacademic Supports for Rural Students’ Successful TransitionsSlide Number 2Slide Number 3Slide Number 4The 10 Regional Educational Laboratories (RELs) work in partnership with stakeholders to conduct applied research and trainings.��The REL mission is to support a more evidence-based education system. Slide Number 6Meeting agendaSlide Number 8Let’s see who is here today!Slide Number 10Slide Number 11Slide Number 12Focusing on Postsecondary TransitionsRural College and Career Readiness partnershipSlide Number 15Slide Number 16Education level is associated with employment rates.Your turn to consider the data.Higher education levels are associated with higher salaries.Earning an associate degree is associated with higher earnings.Earnings of certificate earners in Kentucky and nearby states vary.Rural Kentucky students can apply their postsecondary education and training to…Quick poll!Slide Number 24Between 10 and 40% of accepted students do not show up to campus in the fall.Between 10 and 40% of accepted students do not show up to campus in the fall.Quick poll! Slide Number 28Only about half of students earn a degree within six years.Only about half of students earn a degree within six years.Why do high school students not enroll in or drop out of postsecondary institutions?Many factors can be barriers for students.What challenges are your students facing?What You Can Do to Support Postsecondary TransitionsFramework for Postsecondary Access and SuccessFive evidence-based strategies to �support students and their successful transitionProvide opportunities for students to gain foundational academic knowledge and skills.Incorporate life skills into school experiences.College Knowledge StrategiesEquip students with college knowledge.Expose students to college norms and expectations.Expose students to careers and postsecondary majors.Validate students’ experiences.Ensure students complete college applications and the FAFSA.��Host school- or district-wide initiatives.Additional ConsiderationsMonitor student experiences and attainment.Establish summer and first-year supports. Your thoughts…Questions & Answers (Q&A) Panel and NetworkingMeet your panelistsQuestions from youTime for a quick break!Slide Number 53Student ScenariosApplying our knowledge��Analyzing sample student scenariosStudent scenario summary chart��Independent workDigging deep��Small-group discussion questionsA gallery walk��Sharing our ideasBringing it all together��Thinking about the student scenario activity…Wrap-up and Next StepsThe power of oneContinuing this journey together��How can REL Appalachia support your path to success? For our growth…Slide Number 64

nonacademic supports for rural students’ successful ... · • welcome and introductions •...

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